The results of data analysis

38

4.3.1 The results of data analysis

Based on the result of the treatment, the researcher found that the improvement of the students’ speaking ability in class VIII D Muhammadiyah Junior High School 3 after the treatment was significant p0.05, p=0.000. The hypothesis testing indicated that the hypothesis alternative was accepted. The improvement can be seen from the mean score between the pretest and posttest. It can be concluded that there was a significant improvement after the students’ are being taught using crossword puzzle game. They learnt English easier and more interested in English by crossword puzzle game. The researcher carried out the pretest at class VIII D. The pretest was administered to know the students’ speaking ability before they were given the treatments. This research found that the highest score was 92, and the lowest score was 40. After carried out the pretest, the researcher conducted the treatments for three times at class VIII D. During the treatments, the researcher presented the crossword puzzle game, so they became interested to the materials. The researcher gave three treatments for the students. There were: 1. First treatment, the researcher began the class with brainstorming, asking the questions related to the topic that was how to express the dialogue. The students can answer the researcher’s question, but using Indonesian language. After that the researcher gave the material to the students. The students confused to the material. The researcher explains the material while the researcher showed crossword puzzle game. The researcher explained how the ways to fill the boxes on the crossword puzzle. The researcher gave other puzzle game as example, but not crossword puzzle. 39 Some of them try to answer the puzzle as example, and the other cannot answer because they are afraid to make a mistake in pronunciation. The researcher asked them to follow the other who can pronounce the word. After that the researcher asked them to make a group. They can work together in group. The researcher explained how to make dialogue related to the crossword puzzle game like this: The answers: Across 1. Sheep sound 3. Neither liquid nor gas 5. Humour Down 1. Road passenger transport 2. To permit 4. Shortened form of Dorothy The dialogue: There is the student as moderator. Student 2 : Across number 1. The clue is sheep sound. The answer is three boxes Moderator : Pass 1 2 3 4 5 1 B 9 A 2 A . . 9 U . 9 L . . 3 S 9 O 9 L 9 I 4 D . . 9 O . 9 O 40 Student 3 : Down number 1. The clue is road passenger transport. The answer is three boxes Moderator : That is bus. Student 1 as moderator has to write the answer in the box Student 4 : Down number 1. The clue is shortened form of Dorothy. The answer is 2 boxes Moderator : Do. Right? Student 4 : Yes. Moderator : Write on the box. In teaching learning process crossword puzzle game is not only help the students got new vocabulary and the meaning the word, but also could help the students to pronounce and the used of that word in the sentence. In the next step after they finished doing crossword puzzle game. The researcher asked them to choose the word in crossword puzzle game. After that they should make dialogue to describe the word. The word was “pencil”: Imam : I can ask you? Dimas : Yes Imam : What is the pencil used for national exam? Dimas : Pencil standard computer Rizky : What are you talking about? Imam : We are talked about pencil Fahmi : Give me example of the other pencil? Dimas : Pencil 2B and pencil faber castle 41 Nanda : what is the pencil made of? Sofan : Wood and grafit Iman : What is the function of pencil? Rizky : Pencil used for writing, painting, and drawing Based on the dialogue, the students still made some mistakes in grammar. In grammar, when Imam asked Dimas “I can ask you?”, “Yes”. It must be “Can I ask You?”. 2. Second meeting, when the researcher gave second treatment. The researcher asked them to perform their dialogue front of the class. The researcher wanted to correct their mistakes. The researcher still found the students’ problems. There were some students feeling afraid to come to the front of the class. They were afraid of making mistakes in pronunciation and fluency. Some students made mistake when they have to say “much” mʌ tʃ but the students pronounce “mut”. In the third meeting, the researcher did almost in the same activities but the researcher always gave question to the students about the last material. The students could give the response to the researcher’s question. For example: when the researcher asked them: “What is the meaning of shouting?” The students answered “talking very loud”. After that the students gave the scrabble from the researcher. The researcher wanted to see how far the students can make a new word. 3. After three meeting conducting the treatments, the posttest was administered to know the students’ speaking ability after they were given the treatments. From the results of the posttest, the lowest score was 60 and the highest score was 100. The 42 mean of the posttest was 82. There was any a significant improvement seen from the mean of the pretest and posttest. The researcher found that crossword puzzle game could give effects on their speaking ability.

4.3.2 The Hypothesis between Previous Research and the Researcher